Dissertations / Theses: 'Podiatry Study and teaching'

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Crawford, Alan. "A comparative and historical analysis of podiatry education, policy and professional development." Thesis, Queensland University of Technology, 1994.

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Podiatry, despite its long history as a member of the allied health professions, is only now beginning to make an impact on the community generally and, more significantly, on health and education authorities in Australia. Public relations projects, changes within the educational system and greater acceptance within the health system of Podiatry have all had a significant part to play in raising the professions image. The professional specialising in health care of the foot in the past was known as a chiropodist. A chiropodist a term derived from the Greek "cheir" meaning hand and "pous" meaning foot. A chiropodist, treated hands and feet, therefore chiropody was an appropriate appellation for the service. As the practitioner began to limit practise to the foot, the use of PODIATRY as a more specific terminology was implemented. The name change occurred initially in the United States of America in 1958, and has subsequently been adopted internationally. Australian recognition of the profession was granted by the passing of a Registration Act in each state. The earliest Act was enacted in South Australia in 1950. Subsequently, all states of Australia have introduced a Registration Act which governs the role of the Podiatrist. The practice of Podiatry, as determined by the individual Acts, provides an overview of the significant range of treatment modalities available to the Podiatrist. For example, in Queensland the practice of Podiatry is defined as the diagnosis and treatment by medical, surgical, electrical, mechanical or manual methods of ailments or abnormal conditions of the human foot. Meeting the requirements of the modem practitioner necessitates the acquisition of a high level of knowledge and skill seen as essential for the discharge of the responsibilities of a primary care provider. The Podiatrist must have a comprehensive education comparable to any other health professional specialising in the field of health care. Modem Podiatry demands a holistic approach to the patient, imposing on the practitioner the necessity of adequately considering the psychological, social and behavioural dimensions of illness or disease. Hence a bio-psycho-social as well as a bio-medical education is required of the Podiatrist.

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Netscher, Heather. "The professionalisation of podiatry: Recognition of the need for continuing professional education." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36569/1/36569_Digitised%20Thesis.pdf.

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In this project, the responsibility of individual health care practitioners (in particular podiatrists in Queensland) to recognise the need to respond to changes in the context of contemporary practice through participation in continuing professional education (CPE), has been researched. In particular, this project aimed to identify to what extent podiatrists in Queensland recognised the need for participation in continuing professional education, and to determine whether the ability to recognise the need for such participation is linked to individual podiatrists' perceptions of professionalism. Issues related to this aim formed the basis of the investigative process. The concept of professionalism and the process of professionalisation of occupations has been explored, with particular focus upon the changing context of contemporary practice, and the need for professionals to recognise and respond to such changes, in order to continue to practise competently. Particular attention has been directed toward the limits associated with preservice education of professionals, and the social and legal responsibilities connected with professional competence. The professional responsibility to recognise the need to adapt to change, and the role of continuing professional education as a means of response to change has been identified. The purpose of this study was to research the issues relevant to development of the ability to recognise the need for participation in continuing professional education, using Podiatry in Queensland as an example of a professionalising health care occupation. Recognition of the need for change has been identified as an important component an individual's perception of the need for continuing professional education. Identification of a discrepancy between current knowledge and current practices, or between what is known and what needs to be known is necessary for an individual to recognise the need to learn. The ability to recognise the need to learn may be dependant upon one's ability to reflect on practice, assess professional performance critically, and act on recommendations from a process of peer evaluation. Recognition of the need to learn, and participation in continuing professional education, however, does not necessarily imply that learning will occur. Other issues may have significant influence upon learning. The ability and desire of the individual to participate in continuing professional education may be dependant upon incentives and barriers to learning relevant to the individual, or in some cases whether continuing professional education is perceived as mandatory or voluntary. In order to gain insight into Queensland podiatrists' continuing professional education attitudes, beliefs, and practices, this research project has used a qualitative methodology. The use of this methodology has resulted in an understanding of the issues associated with the podiatrists' abilities to recognise the need for participation in continuing professional education. A survey method was employed as the primary means of data collection from all registered podiatrists in Queensland. The process of data collection included identification of the geographical location of all registered podiatrists throughout Queensland, a mailed self-administered questionnaire to them, telephone interviews with nonrespondents to the initial mailed questionnaire, and identification of reasons for non-response to the mailed questionnaire and to telephone interviews. Through this research process, 90% of respondents indicated that they believe that continuing professional education is important, however, actual participation in CPE appears to be limited for a variety of reasons including lack of variety of sources of CPE and inability to overcome perceived barriers to participation. There are some practicing podiatrists in Queensland who do not recognise the need for participation in CPE. Other podiatrists do not recognise that they do participate in continuing professional education in particular due to lack of recognition of what constitutes professional education. Given these findings, several recommendations have been made which may have implications for key stakeholders in the podiatry profession, including individual podiatrists, the professional association of podiatrists, the educational institution, and the registration Board. These recommendations focus mainly upon recognition of respondents' incentives for participation in CPE, recognition of the problems which affect them as podiatrists and recognition of the need to develop means by which to address their identified barriers to participation in continuing professional education.

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Merriman, Linda M. "Changing by degrees : a study of the transition from diplomas to degrees in chiropody, occupational therapy and radiography." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/29573.

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This study examines the impact of the transition from diploma to degree on the initial education and training of three para-professions in England; chiropody, occupational therapy (OT) and radiography. It focuses on the nature of and reasons for changes to their initial professional education and training and the potential impact of these changes on their professionalisation. The study adopted a multiple method approach; a historical review, which included documentary sources and interviews with key informants, aimed at identifying how and why these three para-professions wanted to achieve all-graduate entry, and the use of case studies to explore the differences between the diploma and degree courses. It is concluded that the achievement of all-graduate entry for these para-professions was an unintended consequence of the policies of the then government. As a result of the achievement of all-graduate entry changes were made to the respective diploma courses of these para-professions. The extent of these changes were related to the level of control and influence that the professional bodies exercised over the diploma courses. All the degree courses shared the following features: the development of autonomous, reflective practitioners who are life-long learners, an emphasis on theory rather than practice, and emphasis on propositional knowledge and the study of research methods. Although the degree courses for these para-professions achieved approval from HEIs it is argued that degree education is a contested concept. It is apparent that the para-professionals believed that the achievement of all-graduate entry would improve their professional status. However, it is evident from the study findings that it served to maintain rather than enhance their social status and market position. Changes to the initial education and training of these para-professionals were the results of the para-professionals having to respond to prevailing social, political and economic circumstances. If they had not taken this action it is suggested that their social status and market position may have been adversely affected.

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O'Halloran, Catherine. "Student learning in clinical education : a case study in podiatry." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299666.

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Barrett, Paul. "Podiatric biomechanics and foot orthoses : a background study and investigation into current UK practice, and functional effect in normal subjects and subjects with patellofemoral pain." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272200.

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Cameron, Victoria. "A study to investigate any potential effects on the foot of a commonly prescribed off-the-shelf foot orthosis in patients with early diagnosed rheumatoid arthritis (RA)." Thesis, Queen Margaret University, 2010. https://eresearch.qmu.ac.uk/handle/20.500.12289/7434.

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Rheumatoid Arthritis (RA) frequently affects the foot. Custom moulded foot orthoses are effective in the management of the foot in RA; however the process of manufacture is lengthy, resulting in a delay of treatment for the patient. Offthe- shelf foot orthoses can be dispensed at the chairside on the day of diagnosis, so the patient receives treatment immediately. This is particularly crucial in RA, as early intervention is thought to improve patient outcomes in the long term. Anecdotal evidence suggests that Podiatrists do prescribe off-the-shelf foot orthoses for the management of the foot in RA; however no clinical studies exist to support this practice. The aim of this study was to investigate any potential effects on the foot of one commonly prescribed off-the-shelf foot orthosis, in patients with early RA. The type of off-the-shelf foot orthosis used was the Slimflex™ Plastic which has been shown to be a commonly used off-the-shelf foot orthosis by Podiatrists in the management of patients with RA in Scotland (Cameron et al. 2009). A total of 35 patients diagnosed with RA, with a mean age of 52.4 years (SD 13.3 years) and median disease duration of 0.5 years (IQR 1.8 years) were included. Local ethical approval was obtained. The study used a repeated measures design, with data collected at baseline, three months, and six months when patients were barefoot, shod, and with foot orthoses, to investigate any effects over time and between conditions. The primary objective was to investigate any potential effects of the Slimflex™ Plastic off-the-shelf foot orthosis on foot health related quality of life (QOL) using the Leeds Foot Impact Scale (LFIS) and foot pain using the Visual Analogue Scale (VAS). Plantar foot pressure measurement, walking speed, foot stability during walking and foot kinematics were then investigated to provide a rationale as to why foot health related QOL and foot pain may be affected with the foot orthosis. Data was analysed using SPSS version 16.0. Due to the known potential effects of medication, data was analysed for the total patient group (n=35) and subanalyses were then carried out on the group of patients who presented with stable medication throughout the study (n=12). This enabled any changes to be attributed to the foot orthosis alone and not because of any effects of medication. The LFIS and VAS for foot pain were significantly lower with the use of the foot orthosis over six months (p<0.05). Peak plantar pressure at the forefoot increased between barefoot and shod, and barefoot and foot orthosis (p<0.05), but decreased between shod and foot orthosis (p<0.05). Pressure time integral at the forefoot reduced with the foot orthosis (p<0.05). There was an increase in contact area at the midfoot and in hallux and lesser toe contact area, with the orthosis (p<0.05). Walking speed also increased over the six months (p<0.05). Preliminary findings indicated that the orthosis may affect foot stability during walking, and a case study implied that the foot orthosis positively affects foot kinematics. This study suggests that the Slimflex™ Plastic off-the-shelf foot orthosis is effective in the management of the foot in early RA, according to the measured variables in this study.

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Abey, Sally. "Exploring practice-based education in podiatry : an action research project." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3200.

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Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool. Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals.

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Borthwick, A. M. "A study of the professionalisation strategies of British podiatry, 1960-1997." Thesis, University of Salford, 1997. http://usir.salford.ac.uk/26586/.

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This study examines the professionalisation strategies of British podiatry between 1960 and 1997, following the introduction of state registration as a pre-requisite for NHS employment. It is primarily concerned with relations within podiatry and between podiatry, medicine and the state. Analyses of these relationships are mainly informed by the Weberian concepts of social closure, professional dominance and autonomy. The major changes, opportunities and challenges to professional development in podiatry in the post-registration era are mapped in thematic and chronological sequence. Qualitative methods of data collection and analysis have been used to provide detail and depth in presenting a picture of the issues under investigation. Data was primarily collected from 27 key informant interviews supported with documentary evidence from both published material in the public domain and unpublished material in private possession. These consisted of documents derived mainly from primary and inadvertent sources. Reported efforts by the state registered sector to secure state support for the exclusion of unregistered competitors from practice or to prevent their use of common professional titles failed as a result of government opposition to professional monopolisation and its concern to meet the manpower demands of an expanding NHS podiatry provision. Despite advances in technology which have facilitated an expansion of role boundaries into the arena of invasive surgical practice and NHS reforms which have permitted its integration into the mainstream health service, traditional podiatric NHS practice now appears increasingly vulnerable to service rationalizations. Encroachment into other areas of medical and radiographic practice have led to inter-professional conflicts which currently remain unresolved, although medical dominance appears intact. This study suggests that any further podiatric role boundary expansion without medical approval or delegation is unlikely, as is amending legislation to establish a trade monopoly in the provision of footcare services.

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Craddock, Deborah. "Pre-registration interprofessional education : an evaluative study using podiatry as an exemplar." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/72411/.

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The ability to learn and work in a multidisciplinary team is crucial to the delivery of healthcare that is ‘fit for purpose’ in the twenty-first century. Consequently, interprofessional education (IPE) is a mandatory requirement for pre-registration training in health and social care. However, the evidence base for the effectiveness of such programmes remains limited. This evaluative study aims to explore the potential influence of IPE at pre-registration level, using podiatry as an exemplar. In Phase One, key informant interviews were held with IPE curriculum developers from higher education institutions (HEIs) (n=8) in the United Kingdom. Verbatim transcripts of these interviews were analysed using elements of grounded theory. In Phase Two, using the qualitative results as the anchor, a survey was constructed and administered to pre-registration health and social work students in a number of parallel IPE initiatives (Sample 1: n=1151; Sample 2: n=1060), involving 6 and 5 HEIs respectively. The findings of the key informant interviews and SPSS survey analysis were subsequently combined to inform the results of the research. The findings revealed an absence of educational theory underpinning the IPE curriculum development process. In addition there were issues concerning institutional commitment to IPE, attitudes towards IPE, and inconsistencies in the approach to curriculum delivery, all of which militated against successful implementation. The results illuminated that students learn about other health and social care professions that are represented in their IPE group. An appropriate time to introduce IPE into pre-registration programmes was found to be the latter part of the academic year for students studying first year modules. Students’ readiness for interprofessional learning was found to be enhanced if they were inducted to a coherent IPE initiative with consistent approaches to learning, teaching, assessment and evaluation across programmes. However, attitude differences between professional groups emerged where students with a strong sense of professional identity and roles were less ready to engage in interprofessional learning. This study indicates that the current method of implementing IPE in pre-registration health and social care programmes is less than ideal. The development and delivery of the IPE curriculum appears to be flawed. Explanations for the findings are explored and the implications for practice and future research are considered.

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Blakeman, Paul David. "Effects of National Health Service reforms (1983-1998) on professional identity using state registered chiropody/podiatry as a case study." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391986.

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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Bristow, Stephen James. "A case study of reflective teaching." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276372.

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House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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Eriksson, Helena. "Teaching listening comprehension in upper secondary schools : An interview study about teaching strategies." Thesis, Högskolan Dalarna, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36515.

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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.

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au, jane syd@bigpond net, and Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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Howard, Karen L. "The teaching vice-principal, a qualitative study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60229.pdf.

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Maw, Susan Jane. "Teaching Hatha yoga: an auto-ethnographic study." Thesis, Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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Maw, Susan Jane. "Teaching Hatha yoga : an auto-ethnographic study /." Maw, Susan Jane (2008) Teaching Hatha yoga: an auto-ethnographic study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/186/.

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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I noticed that particular students were drawn to specific styles of Hatha yoga, whilst avoiding others. I took the styles of Hatha yoga into consideration, but further exploration also gave rise to whether methods of instruction were a fundamental component of the class demography. This in turn led to an examination of my own teaching pedagogy to explore how my philosophical approach to teaching, was in fact, carried over into to my praxis and if this was a factor in student retention in my classes. Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies, both from a theoretical perspective and later from a practical level, to see if my practice followed my philosophy. This could only be realised through a full investigation of my teaching methods, which was achieved by video taping one of my Hatha yoga classes. I believe that understanding originates from personal knowledge; therefore, the research must begin by examining my own pedagogy. In order to answer these questions I have investigated the historical foundations of yoga and the meaning of yoga in the modern Western world. During this process I became aware of the misrepresentations of Hatha yoga and the misconceptions that have derived from this. In order to answer my research question, whether my teaching pedagogy directly influenced the cohort of students who attended my yoga class, I have had to be cognisant of my own pedagogy. In order to achieve this I employed heuristic enquiry and more specifically the methods outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating phases in which the researcher uses her own experience to investigate and create meaning in which to discover a phenomenon. This method of enquiry offers the researcher non-linear steps with which to structure the process of a personal reflection. Explication of the pedagogy resulted from numerous viewings of the video recording. I reviewed my teaching methods to ascertain if what I said and thought I was doing was what I actually taught.

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Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

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Robinson, Kirk S. "How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.

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Whitman, Gretchen M. "Multiple Perspectives of Good Teaching: A Case Study of Award-winning K-12 Teaching." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541598295330033.

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Fung, Tak-kit, and 封德傑. "Teaching the -ing forms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626408.

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Thompson, Anette Leonor Telmo. "A South African podometric study - Does the shoe fit the foot?" Thesis, 2008. http://hdl.handle.net/10210/794.

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Footwear is manufactured from foot forms or moulds known as “lasts”, based on certain measurements of the feet for whom the footwear is intended. Measurement or morphometric studies of the foot in other populations reveal differences due to genetic, ethnic and/or racial differences. Most last measurements used in the South African (SA) footwear industry are based on the British (UK) standard and assume an average fit for the entire population. No three dimensional (3-D) measurement data existed on the SA female foot that was statistically representative of all major ethnic groups of the female population. This was needed to test the current applicability of the UK standard, in light of previous findings that 80% of a random sample of South African women reported foot pathology ascribed to ill-fitting footwear. Further, this would address a suggestion that foot measurements might be non-linear in grading between small size individuals (size 3, 4 and 5) and large size individuals (size 8, 9 and 10). This study essentially consists of three parts. First, a preliminary study undertook to find or create a suitable and affordable method of 3-D input, not only to obtain morphometric measurements but also to capture the topography of the weight bearing foot for future research and development of contoured foot beds for industry. Second, a comparison of specific measurements from a UK size 4 last and the corresponding foot measurements from a sampled population of size 4 foot length was performed, in order to determine what percentage of women would fit the footwear derived from such a last. Third, a comparison of mean values was carried out between data from participants of all sizes scaled down arithmetically to UK size 4 length, and data from actual size 4 participants, in order to explore whether the size 4, occurring as it does near the lower end of the size range, could still be representative of the proportional measurements for sizes 3 to 10. The mean values of this second scaled size 4 group were also compared to the UK size 4 last measurements. The first part of the study utilized the resources of collaborative partners to locate 3-D hardware and software. Experimentation with compounds isolated a suitable impression material and platform designs were conceived to facilitate the data capture method developed. The invented method was awarded patent rights. The second part of the study used the method developed from the preliminary study to conduct measurements. 3-D Laser scanning in combination with manual measurement for validation, by convenience sampling of each of 510 active women aged 21 to 69, of differing ethnic origins, in two major urban regions, yielded 13 foot measurements of each participant. Last measurements were captured by means of comparable laser scanning of a UK size 4 last. In the second part of the study, eight of the comparable measurements for size 4 feet and the last were compared for accuracy of fit. The third part of the study compared mean values between data from non size 4 participants scaled down arithmetically to UK size 4 length, and data from actual size 4 participants. Part one of the study successfully developed and patented a new, portable, low-cost method which can be used to measure either a last or foot in 3-D for any footwear consumer group. Results of the metric study in part two indicate that four dimensions of the industry standard last do not fit the corresponding four dimensions of the average foot measured, namely forefoot girth, forefoot width, heel width and minor foot length (heel to fifth toe). More than 75.6% of participants from every ethnic group displayed tread girths larger than that of the last. These findings have serious implications since deficit fit in any of these four dimensions impacts negatively on foot health and function within the shoe. As such, results could not support the null hypothesis that the shoe fits the foot. Results in the third part of the study yielded similar mean values for measurement parameters between the two groups of data, indicating that the mean measurements for a size 4, even though it is placed near the lower end of the size range, can be representative of the mean scaleable measurements for sizes 3 to 10 but only for the length grade. In conclusion, the study developed and patented a new method for a scientific process to record the weight bearing foot in 3-D. It produced the first national database of 3-D measurements of a female population on the African continent. Outcomes included new prototypes, innovation and technology transfer to industry. The study prompted the development of new footwear by the manufacturing industry partner, utilizing information gained from the study. The study has given impetus to continuing research on the African foot.
Mrs. Saramarie Eagleton Doctor Bernhard Zipfel

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LIN, TSAI CHIA, and 蔡佳霖. "The study of Fairy tale teaching and Affective teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/asefrz.

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碩士
國立臺東大學
兒童文學研究所
95
Abstract This study aimed to use the fascinating contexts, novel imaginations, diverse themes, and harmonious atmospheres of fairy tales to attract students to read fairy tales and cultivate their interest in reading. Through the design of reading instructions, it was expected that students could experience the truthfulness, goodness, and beauty of fairly tales through reading discussions and further integrate the affective issues in life to cultivate their abilities of understanding, discussing, and solving problems. This study conducted the teaching activity of fairy tale reading on the basis of the concept and spirit of action research. The fifth grade students taught by the researcher were selected as research subjects. Eight fairy tales included in the Fairy Tale Collection published by Youth Cultural, including Hold Hands Blacky, Quest for the Giant of the Heart, The Quarrel over Clothes, Straw man Kaka, The Beautiful Duck, The Little Red, Little Muggins, and The Happy Pig were selected as reading materials. The reading discussion model was adopted. Affective issues were incorporated, and four subjects, including Discover Yourself, Everyone Has His Place, Challenge the Difficult, and To Help is the Best Enjoyment, were designed. According to group discussion, questions, learning, and response of students, as well as the instructor’s observation and reflection, the instructional method was adjusted at all times to derive the most effective instructional and guiding method. In the research process, it was discovered that the rich storyline and vivid descriptions of fairy tales, if proper instructed, can indeed improve children’s interest in reading. Besides, the portrayal of local fairy tales is also close to children’s life experiences, so they are materials suitable for affective education. Based on the problems encountered in the teaching process and the research findings, this study also provided suggestions and references for follow-up educators and researchers, hoping that follow-up educators and researchers could make a more in-depth investigation in issues related to “fairy tale teaching” and “reading and affection”.

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Lee, Yi-Ju, and 李宜儒. "A study of job performance, teaching self-efficacy, teaching enthusiasm and teaching willing." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80373696449052033589.

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I, CHANG KUANG, and 張廣義. "A study of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/09169346969852965671.

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博士
國立屏東教育大學
教育行政研究所
94
A study of teaching-relevant capitals , teaching belief、 classroom management strategies and teaching performances. Abstract The main purpose of this study was to analyze the current situations about elementary school teachers’ teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances . In addition , a path correlation model about teaching performances based upon some relevant theories and research findings was constructed in this study . To try to explore the causes of teaching performance was another purpose of this study. The main research method was questionnaire survey , and empirical data was collected by 〝Teaching Performances Scale〞.1390 subjects from four different administrative regions were sampled by two-stage random sampling , and 1173 valid questionnaires were collected. The data obtained in this study were statistically analyzed by item-analysis , factor analysis , reliability analysis , t-test , one-way ANOVA , Pearson product-moment correlation and stepwise multiple-regression. In addition , LISREL8.51 and AMOS 5.0 were used to test the fit of the path correlation model in this study. The analysis of the data revealed the following main findings: (1) The mean of teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances was considerably high. (2) The teacher with different background variables have significantly difference in teaching-relevant capitals , teaching belief、classroom management strategies and teaching performances. (3) There are significant correlations between these main variablies. (4) The teaching performances of elementary school teachers can be predicted by the main factors of teaching-relevant capitals , teaching belief、classroom management strategies. (5) The path correlation model about teaching performance was fit . According to the major findings , the main research suggestions as follows: (1) School organization should create a trustworthy campus circumstance and encourage teachers design curriculum based upon teaching needs and learners’ life experiences. (2) Teachers should consider and respect the individual differences between students .In addition , team teaching , positive classroom management strategies and multiple evaluation are efficient strategies for promoting teaching performances. (3) Further research should use Delphi technique to develop questionnaire or try to take outlier study to analyze some characteristic teachers. In addition, further research should consider some important variables such as communicative strategies, adjustment strategies and teaching efficacy. Keyword：Teaching-relevant capitals （social capital, cultural capital and human capital）, Teaching belief , Classroom management strategies, Teaching performances , Structural equation modeling(SEM).

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林伯杰. "A study of augmented reality on language teaching – A case study of elementary English teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84688056232480556651.

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碩士
國立彰化師範大學
數位內容科技與管理研究所
97
As English becoming a global language, English learning is becoming more and more important to people. The reform of Nine-Year Curriculum recommends that third-grade instruction design should include English learning. The ministry of education also suggests integrating IT (Information Technology) into instruction to provide students with various and effective learning approaches. This study attempts to examine the effect of English learning progress of young English learners by using the CAI (Computer Assisted Instruction) system. This study investigates the feasibility of AR CAI system on English vocabulary learning by developing an AR system and designing an English course for the system. The subjects were composed of 85 third grade students from an elementary school in central Taiwan. The subjects were divided into AR supported instruction, traditional instruction and control group. The instruction lasted for three weeks. The English test results of the students using AR CAI system were significantly better than those using traditional English teaching method. Also, students of highest and lowest English proficiency group showed significant progress in test results. Furthermore, the learning effectiveness of children using AR showed no gender difference. Based on the results, constructive suggestions were proposed for schools, teachers and future researchers.

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wen, Feng Hsiu, and 馮雯. "The Study of Elementary School Teachers''''Teaching Beliefs and Teaching Efficiencyes." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/25867401804766784604.

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碩士
國立屏東師範學院
國民教育研究所
90
The Study of Elementary School Teachers''Teaching Beliefs and Teaching Efficiencyes Abstract The purpose of this study is fivefold: to have a better understanding of the teaching beliefs and efficiency of the teachers in Kaohsiung’s elementary schools; to explore what teachers’ backgrounds will pull out from their teaching beliefs; to study how teaching belief and teaching efficiency are related; and to see if teaching belief could predict efficiency. 630 Kaohsiung city teachers were surveyed by answering a questionnaire edited and given by the author, in which a profile of the relationship between belief and efficiency could be determined as the average and standard deviation have been counted. The data of the relationship are collected using t-test, one-way variance analysis, followed by Scheff’s multiple comparison if the test result reaches a high level, and then Person’s product-moment correlation method is applied to see whether belief and efficiency are apparently related to each other, the last step is to use Stepwise multi-regression analysis method to parse whether teaching belief of all kinds can foresee integrated as well as stratum-based teaching efficiency. Conclusion 1. Though the teachers’ teaching beliefs are improving steadily, their willingness and beliefs towards community participation needs improvement. 2. Their teaching efficiency is half way from perfect. The study also shows that there is still room for improvement in the following two areas: teacher’s “ self-efficiency” and “adjustment to environment.” 3. Teaching years, additional jobs other than teaching, and school size are influential in their teaching beliefs. Senior teachers, school deans, and middle-size school teachers are among those with the most progress-inclined teaching beliefs. 4. Teaching years, additional jobs other than teaching , and school size are influential factors to teaching efficiency. Senior teachers, middle-size school teachers teach most effectively than others who are not senior and in the middle-size school. 5. The teacher whose teaching belief is prone to progress teaches more efficiently than the one whose teaching belief is conventional. 6. There is an apparent elationship between teaching bewief and teaching efficiency; the former affects the latter. 7. Teaching belief can interpret and predict teaching efficiency. Implications and Suggestions 1.The administration of education should: （1） elaborate on letting teachers form common sense on educational reforms and adjust their beliefs that we are going to have a better education coming up. （2） control school size, because a middle-size school helps its teachers participate in community activities. 2.The institute which offers educational programs to would-be teachers should: （1） have a strong a grip on the content of educational reforms, and materialize would-be teachers’ training programs. （2） engaging both teaching and internship,enforting the progression-inclined beliefs to upgrade efficiency. 3.The school administration should: （1） offer up-to-date information of education, and integrally plan and offer teachers teaching resources. （2） change teachers’ intellectual models, and build up learning-style institutes and teaching teams. （3） have a sound administrative operation, assist teachings, and remove factors that deter them from teaching more effectively. （4） reshape teachers’ new images, hold seminars and encourages them to go advanced studies. 4.The teacher should: （1） understand his or her hidden teaching beliefs through the feedbacks from the students’ parents. （2） frequently reflect him- or herself, and then correct the beliefs through the reflections. （3） walk out of the myth of the classroom kingdom, reinforce the cooperative connection with parents, and interact with the community. （4） fulfill progress-inclined beliefs, and strengthen professional knowledge and skills, so as to increase teaching efficiency. （5） encourage colleagues learn from one another, so that senior teachers could pass on their experiences.

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PENG, WAN-TING, and 彭琬婷. "Action Study of Mandarin Remedial Teaching by The Reciprocal Teaching Method." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/12731010976821569641.

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碩士
中華大學
科技管理學系
104
The purpose of this study is to investigate the Mandarin remedial teaching by using reciprocal teaching method against 5th grade students to see if it could help low-achieving students on Mandarin improve their reading ability and also have better performance on other subjects. In this study, six students who need remedial teaching were selected as study subjects. The study lasted fifteen weeks, two lessons after school on every Thursday, totally thirty lessons. The researcher used Qualitative Research Method to analyze teaching journal, observations, student interview, and teaching reflection in order to investigate the performance of Mandarin remedial teaching using reciprocal teaching method against 5th grade students. The main results were summarized as follows： 1.Low-achieving students on Mandarin had significant improvement after reciprocal teaching. 2.Reciprocal teaching can improve the reading ability of low-achieving students on Mandarin. 3. Reciprocal teaching can also help them have better performance on other subjects. 4.Low-achieving students started to like reading after their reading ability were improved. 5.In the four strategies of reading: “Predicting” “Questioning” “Clarifying Doubt” and “ Summary”, most of the students think “Predicting” and “Questioning” are easier to be applied in reading while “Summary” is more difficult. “Clarifying Doubt” is applied most often.

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Wu, Syuan-Yi, and 吳軒億. "A Study of the University Teaching Excellence Program and Teaching Quality." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/65028954480675732108.

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碩士
國立臺灣師範大學
教育政策與行政研究所
98
The purposes of this study were to explore the relationship and current situation between the university teaching excellence program and teaching quality, and to analyze the difficult positions and coping strategies of implementing the university teaching excellence program. Based on the findings and conclusions of this study, suggestions were given to policy makers, universities and future studies for reference. In order to achieve the purposes of this study, the methods adopted for this study included a documentary analysis and an interview with 13 study participants included policy makers, unit charges, and scholars who related to the university teaching excellence program. The nature of this study was a qualitative approach. According to the findings of this study, conclusions were synthesized as follows: 1.The implementation of the university teaching excellence program and context and current situation of promoting teaching quality were necessary relationship. Supports of policies and environments were key conditions. 2.The notion of planning the university teaching excellence program were improved the basic teaching mechanisms in the beginning, and developed the teaching characteristics and sustainable management at the end. 3.The indexes of the university teaching excellence program were fit the basic connotations of teaching quality, but lacked of teaching outputs, characteristics and qualitative indexes. 4.Shaping supports of external environments, high-grade leaders’ visions and commitments, and members’ ability and consensuses were key influential factors of implementing the university teaching excellence program. 5.The implementation of the university teaching excellence program were benefited the restructuring of organizational structure and changing of organizational culture. 6.The main difference between public and private universities’ performance was the distinction of organizational climate and culture. 7.The universities received subsidies or not didn’t reflect the degree of teaching quality necessarily. 8.The basic teaching mechanisms and institutions had been greatly improved at the present time. But the opinions about comprehensive promoting teaching quality were different. 9.There were six difficult positions of implementing the university teaching excellence program, including unit members lacked of stability and specialization and so on. 10.In response to above difficult positions, there were six coping strategies of implementing the university teaching excellence program, including decreased the unstable feeling of unit members and offered on-the-job training and so on. Based on the findings and conclusions of the study, suggestions were made for policy makers, universities, and future studies concerned.

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Yen, Yi-Sian, and 顏儀嫻. "A Study on Ballet Teachers' Teaching Beliefs and Effective Teaching Behaviors." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90757172063105814585.

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碩士
中國文化大學
舞蹈學系
98
Abstract The main objective of this research is to perform current status and correlation study between the teaching belief and effective teaching behavior of the ballet teacher of the dancing school in Taipei district. In this research, “survey method” is adopted, and the ballet teachers in the dancing schools in Taipei District are used as research targets, meanwhile, “purposive sampling” and “snowball sampling” methods are adopted. The formal samples under test were one hundred thirty-five subjects, the actually acquired effective samples are 130, and effective return rate of 96.3% is obtained. The research tools include: “personal background information survey table”, “teaching belief scale”, “effective teaching behavior scale”, and “interview outlines”. Data analysis methods include: frequency distribution, percentage, mean, standard deviation, independent sample T test, one-way ANOVA, Scheffé method, Pearson Product-Moment Correlation Coefficient, and Multiple Regression Analysis. The conclusions of this research are as followed: I. The current status of “teaching belief” and “effective teaching behavior” of ballet teacher of dancing school in Taipei district. 1. The entire “teaching belief” of ballet teacher tends to be in aggressive and positive situation; among them, the “teaching belief” of “teacher and student relationship” perspective is the most aggressive and positive one. 2. The “effective teaching behavior” tends to be in prime condition; among them, “effective teaching behavior” of “class operation” repeated has the best performance. II. The differences among “personal background factor”, “teaching belief” and “effective teaching behavior”. 1. “Teaching belief” has significant difference due to difference in “age” and “marital status”. Among them, the entire “teaching belief” of teachers in the age range of “31~40 years old” is more aggressive and positive as compared to that of teachers in the age range of “below 30 years old”; the entire “teaching belief” of “married” teacher is more aggressive and positive than that of the “unmarried” one. 2. Among them, teachers of the age range “31~40 years old” and “41~50 years old” show superior entire“ effective teaching behavior” to that of teachers of age “below 30 years old”; “married” teachers show superior“ effective teaching behavior” to that of “unmarried” teachers. III. There is significant and high positive correlation between “teaching belief” and “effective teaching behavior”, that is, when the “teaching belief” of ballet teacher becomes more aggressive and positive, the “effective teaching behavior” becomes better. IV. The ballet teachers in dancing school in Taipei district, in “age”, “teaching years of experience” and “entire teaching belief”, can effectively predict the “entire effective teaching behavior”. Among them, three factors can predict 57% variance of “entire effective teaching behavior” of the ballet teacher. According to the research results and conclusions of this research, in ballet teacher aspect, we suggest that “ballet teacher” should emphasize on the training of basic dancing skill and should incubate students’ strict learning attitude through mutual assistance and teaching experience sharing. In teaching related department aspect, we suggest that “education related departments” should increase the advanced study channel for ballet teachers, open pre-job training in ballet curriculum, provide more related sources such as ballet teaching books and videos and sponsor ballet dancing exhibition so that students can have good learning performance. Key words: Taipei district, ballet teacher, teaching belief, effective teaching behavior

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Huang, Hsuan-Jung, and 黃楦容. "A Case Study of Teacher’s Teaching Style for the Aesthetic Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20927636072786171548.

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碩士
國立臺北教育大學
課程與教學研究所
100
This study aimed to explore teacher’s teaching style for the aesthetic teaching, and to analyze the aesthetic experience of students. In order to understand deeply for the teacher’s teaching style and the aesthetic experience of students from the learning process, this study adopt case study. Data are collected through observing, interviews and document analysis. Furthermore, triangulation is used to check the data. The results can be summarized as following: I.The ways and connotations of aesthetic experience that teachers and students create with the different teachers’ teaching styles. i.The teacher who is more “student center-life experience oriented” is teaching with student-centered. The teacher guide students to interact with the environment in specific situations, and to feel and reflect from the operation and experience. Besides, the teacher guide the students to find problems and solve them, so that they can enjoy the self-sufficiency feeling after they accomplished the activities. ii.The teacher who is more “teacher center-life experience oriented” often lead students to discuss, and transform the teaching materials to fit for students' cognitive development and life experience. Besides, The teacher guide students to discover and to understand the subject knowledge and cognitive structure deeply through thinking, discussing, arguing and clarifying, so that the students can feel the beauty of the admirable. II.The common elements of aesthetic experience that teachers and students create with the different teachers’ teaching styles. To create a relaxed, warm, harmonious, and free dialogue learning atmosphere positively. And to teach through the flexible teaching objectives, the diversity of teaching methods, and wonderful teachers and students conversations. To guide students learning through asking questions and discussing to challenge students’ ideas. Then make students enjoy the self-sufficiency feeling through the practical problem-solving process. According to the conclusions, the following suggestions might be provided: I.For teachers: Teachers should understand the subject knowledge and pedagogical content knowledge deeply to transform the subject materials to link with students’ life experience. Create a relaxed and comfortable atmosphere in the classroom so that students can interact and talk with teacher freely. Then teachers should combine personal professional specialty and interest to shape the individual teaching style. II.For future researches: Try to compare and analyze the different cases of the same grade and the same subject, to get to the bottom of the relationship between the teacher’s teaching style and the aesthetic experience of students in the classroom.

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鄭景云. "A Study on The Elementary Teachers’ Teaching Attitudes,Teaching Beliefs ,And Teaching Behaviors Toward Number Sense." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50613538650941888891.

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碩士
臺北市立教育大學
數學資訊教育學系碩士班
96
The goal of this study was to investigate understanding of the elementary school teachers’ teaching attitudes, teaching beliefs, and teaching behaviors toward number sense. Questionnaires, interviews and classroom observation were adopted as the major research instruments in this research. The questionnaire instrument of this study was related to elementary school teachers’ teaching attitudes towards the number sense. The conclusions are as follows: 1. The attitudes toward number sense of the elementary school teachers possessed positive tendency. 2. The elementary school teachers’ teaching beliefs had the difference on account of teaching attitudes. 3. The elementary school teachers’ teaching attitudes towards the number sense accords with teaching behaviors. 4. The elementary school teachers’ teaching beliefs towards the number sense accords with teaching behaviors. Based on the findings, this study makes suggestions for teacher, school, teacher education, and the future study.

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Tsai, Feng-chih, and 蔡鳳芝. "A Study of Preservice Teachers'' on Teaching Beliefs and Teaching Reflective Behavior During Teaching Practicum Courses." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/48478833776833430151.

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碩士
國立中山大學
教育研究所
93
The major purpose of this study is to explore the preservice teachers’ teaching beliefs, its influential factors and teacher belief changes after teaching practicum courses and teaching reflection. There are two main purposes of this study: (1)To explore preservice teachers’ teaching beliefs and its influential factors. (2)To explore preservice teachers’ teaching reflection during teaching practicum courses. For achieving the above purposes of the study, it took one semester to collect data and interviews for exploring teaching beliefs, classroom observation, microteaching, field experiences and teaching reflection and analyzing preservice teachers’ teaching beliefs, influential factors and teaching reflection in concept mapping, assignments and interviews. The final provides some suggestions for teaching professional growth and the improvement of teacher education. The results indicated that preservice teacher’s teaching beliefs are through single to diversification and progress substitute for traditions in the varied age. After a series of teaching practicum courses, teaching beliefs cannot practice teaching behavior. There are three main factors: (1)The classroom observation: according to mentor’s pedagogy, it is back to traditional teaching. (2)The external factor: under the pressure of obtaining high degrees, on the basis of the premise that the grade of the student was improved results in a learning instruction style which teachers are active but the students are passive. (3)The internal factor: unfamiliar teaching experience and lack of professional knowledge result in differences between teaching beliefs and teaching behaviors. Reflective behavior of the preservice teacher has three stages: (1)The optimistic teaching beliefs for field experiences: to understand curriculum planning is difficult. (2)Unexpected problems in field experiences: even though preservice teachers understand the problem in confused classroom, they can not improve their teaching behaviors immediately. (3)Face to reality situation of teaching on field experiences: preservice teachers are conscious of curriculum planning imperfect , lack of explanation ability , to “guess” students’ prior knowledge, lack of the ability of classroom management and professional knowledge for teaching.

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Huang, Hsiao-Chun, and 黃筱珺. "A Case Study on the Teaching Belief,Teaching Behavior and Teaching Reflection of Wushu Sports Coach." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/95wk3j.

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Zhong, Zhao-Yan, and 鍾兆炎. "A Case Study on Teaching Effectiveness of Teaching Evaluation System to Teaching in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pyhmx7.

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碩士
中原大學
教育研究所
106
The purpose of this study is to investigate the effectiveness of Teacher evaluation system in teaching effectiveness. In this study, a case study method was used to investigate the self-efficacy of three English teachers before and after teaching evaluation system, and then to understand the change of teachers'' teaching effectiveness by means of observation, interview and checklist. In order to understand the impact of effective teaching evaluation scale on teachers'' teaching effectiveness, and to serve as a reference for the future school teaching evaluation system. According to the results of this study, the conclusions are as the following: 1. The introduction of teaching visual evaluation system in schools must be carried out effectively from top to bottom, so that the whole system can be implemented between teachers and students. 2. Teachers and visual instructors should trust, respect, cooperate and communicate with each other in order to achieve the maximum benefit. 3. The three English teachers have improved their teaching efficiency. 4. Through the system of teaching, the author thinks that the development of the professional of teachers should be promoted by the teaching of other people in the school . 5. Schools can give different evaluation according to teachers''experience and professional development in different course.

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WU, HSU HSING, and 許興武. "An Experimental Study of Creative Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00694255226551429555.

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碩士
大葉大學
教育專業發展研究所
93
This is an experimental study of creative teaching. Based on the multiple intelligence theory, a creative teaching course was developed and applied on 183 fifth grade elementary school students in Changhua County. The instruments applied in this study include Creativity Assessment Packet (CAP), New Linguistic Creativity Test, Self-appraised Multiple Intelligence Scale. The result is as follows: 1. On Creativity Assessment Packet, the experimental group is significantly better in originality, elaboration and openness. 2. On Linguistic Creativity Test, the experimental group is significantly better in linguistic fluency and creativity. 3. On Creativity Tendency Scale, the experimental group shows significant improvement in imagination. 4. On the Self-appraised Multiple Intelligence Scale and Attitude Questionnaire, the experimental group shows significant advance in spatial intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence and interpersonal intelligence.

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Riley, Nancy Carol. "Socialization into teaching a case study of two student teaching field experiences /." 1989. http://catalog.hathitrust.org/api/volumes/oclc/21245376.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1989.
Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 405-408).

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Hsu, Chia-hua, and 徐嘉華. "The Case Study to Team Teaching of Parent-Teacher''s Collaborative Teaching." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/41005434703604777417.

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碩士
國立花蓮師範學院
國民教育研究所
90
The Case Study to Team Teaching of Parent-Teacher’s Collaborative Teaching Chia-Hua Hsu Abstract This study aims to explore the process of development of team teaching of parent-teacher’s collaborative teaching of second grade in the Wei-lan elementary school. In order to achieve the above purpose, the researcher arranged related theoretical foundation of parent-teacher’s collaborative teaching with literature analysis. Then, the researcher entered the classroom to do grounded observation, had interviews with the teacher, parents, students, and administrative staff. Meanwhile, the researcher also collected related document information. Finally, based on the literature review, the triangulation and member check, the study draws the following conclusions: 1.The purpose of team teaching of parent-teacher’s collaborative teaching is that school education is combined with family education in order to raise learning quality. 2.The importance of team teaching of parent-teacher’s collaborative teaching is that mutual interaction between teachers and parents is a model of learning for students but also the understanding of advancement among teachers, parents, and students. 3.The principle of team teaching of parent-teacher’s collaborative teaching is that teachers and parents show their profession and speciality in maneuverable team. 4.The process of development of team teaching of parent-teacher’s collaborative teaching is planning stage, designing stage, practice stage, and evaluating stage. 5.The ways of teaching of team teaching of parent-teacher’s collaborative teaching have two ways: As for collaborative role, one is the leading role, the other is the minor role. As to teaching development, one is the collaboration of teaching planning, the other is the collaboration of teaching strategy. 6.The personality characteristics of teachers and parents is one of the successful key to team teaching of parent-teacher’s collaborative teaching. 7.The communication of teachers and parents especially emphasizes respect. 8.Parents provide manpower and ingenuity for teachers. As for teachers, parents are good partners . 9.The Provision of facilities, information, and system can increase the will of parents and teachers to practice team teaching of parent-teacher’s collaborative teaching. 10.The evaluation of team teaching of parent-teacher’s collaborative teaching is teachers’ self-examination, discussion in the class of life field, and students’ diaries. 11.The problems of team teaching of parent-teacher’s collaborative teaching come from time and economy. 12.The main imit of team teaching of parent-teacher’s collaborative teaching is that whether teachers and parents have the same thought will influence the beginning of their collaboration. Team teaching of parent-teacher’s collaborative teaching still has teachers’ professional leadership. Several suggestions are proposed based on the above conclusions: To Teachers 1.Team teaching of parent-teacher’s collaborative teaching begins with teachers. 2.Continuing further education will promote to carry out team teaching of parent-teacher’s collaborative teaching To Parents 1.Parents had better participate in school activities to have more opportunities to communicate with teachers. 2.Parents respect teachers’ profession. To Schools 1.Administrative staff provide any support for teachers and parents as far as possible. 2. Administrative staff make use of situations propagate the thought and ways of team teaching of parent-teacher’s collaborative teaching. To Teacher preparatory organizations 1.In the future curriculum of teacher preparatory organization, the skills of communication will be cultivated. It will promote teachers to practice team teaching of parent-teacher’s collaborative teaching. To Future Research 1.Enlarge the range of case study 2.Make long observation to case study 3.Develop the evaluation of team teaching of parent-teacher’s collaborative teaching.

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Chun, Lin Ying, and 林盈君. "The Study of Chinese Teaching Approach Based on Sinogram Unit Teaching Materials." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8v553u.

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碩士
國立臺灣師範大學
應用華語文學系
102
Influenced by the Latin language linguistic structures, it is very likely to be going through word-based teaching approach while studying Chinese as a foreign language.This teaching method considers“word”as the basic unit for teaching, while the Chinese characters would simply become written symbols subordinate to vocabulary learning. However, unlike Latin language, Chinese characters contain appearance, sound and meaning within one sinogram. Linguistic Ju(1985) and Xu(2008) indicated that using Latin language linguistic structure to explain Chinese is not suitable.”Sinogram Unit Theory”which emphasizes the importance of Chinese characters emerged in the end of 20th centrury. And the sinogram-based teaching approach also tries to find an effective way to reinforce literacy skills and to expand vocabulary by emphasizing the systematic structures of Chinese characters. This study developed a sinogram-based teaching material for CFL learners. This study also carried out a teaching experiment to ethnic Chinese learners at National Taiwan Normal University, in order to observe learners’feedback and the effects from sinogram-based teaching approach. The study results showed that compared with original teaching approach, sinogram-based teaching approach did lead to a better outcomes and the learners also showed positive attitudes towards sinogram-based teaching approach.

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Huang, Yao-Ting, and 黃耀霆. "An Action Research of Teaching Games for Understanding:A Study of Basketball Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/q8u2aw.

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碩士
國立東華大學
體育與運動科學系
103
The purpose of this action research study was to investigate the influence on the learning motivations of fifth graders in physical education (PE) class and their outcomes in cognition, objective skills, and competitions via the application of Teaching Games for Understanding (TGfU). Meanwhile, it also recorded the problems encountered and solutions implemented by the teacher researcher. The study involved 1 teacher researcher and 10 fifth graders, including 7 male and 3 female students, at an elementary school in Hualien; the students were given basketball lessons taught based on the TGfU model for 16 learning periods in 8 weeks. A paired-samples t-test was used to examine the quantitative data like the results of the cognitive tests, objective skills tests, and pre- and post-tests of competition performance. The qualitative data from the teacher researcher’s teaching journals, team-teaching feedback, and student interview outlines and learning sheets were analyzed using the constant comparative method. The results are as follows. When TGfU was applied, (1) the learning motivations of all the participant students were improved; (2) all the students, male, and female students respectively achieved a significant level of improvementin the cognitive learning outcomes, and the male students, in the objective skills learning and competition performance. (3) The teacher researcher faced 13 problems in 4 aspects and understood how action research could help not only improve and solve difficult situations in teaching but also sharpen the teacher researcher’s professional competence. To sum up, (1) applying TGfU in teaching is beneficial to improving students’ learning motivations.(2) TGfUin teaching basketball in PE classcan improve students’ learning outcomes. (3) TGfU helps sharpen therelated professional competence of teachers. Recommendations for PE in schools and suggestions for further studies were made.

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LIN, CHIAO-MIN, and 林巧敏. "A Study of Teaching Effects on Mathematical Teaching Strategies in Taiwan：Meta-analysis." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/mgudhf.

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碩士
中臺科技大學
文教事業經營研究所
105
The purpose of this study was designed to investigate the effectiveness of the domestic use of teaching strategies for teaching math, data analysis by Hedges and Olkin’s method (1985) and other technology meta-analysis. "Mathematics Teaching", "Mathematics Learning", "Mathematical Achievement", "Mathematical Achievements", "Mathematical Strategy" and "Teaching Strategy" were used as key words to sift from the Taiwanese Master's thesis and the Taiwan Journal Paper Index System. The number of those sifted out and qualified are forty-seven. Research reports are analyzed by CMA version 3.0 software which is designed by Borenstein, Hedges, Higgins and Rothstein, here are conclusions: 1. Mathematics teaching strategies are effective for teaching effectiveness. 2.There is difference between different mathematics teaching strategies. 3. The study area, the implementation time, the school size are variables to impact on teacing effectiveness of mathematics teaching strategies. 4.Mathematics teaching strategies to enhance students' mathematical attitude is effective. 5. There is little difference in mathematics teaching strategies for mathematic learning between male and female students. The conclusions of this study are as follows: 1. Using mathematics teaching strategy to carry on mathematics teaching. 2. The use of teaching strategies should consider the characteristics of students. 3. When using mathematics teaching strategies, the number of students should not be too much.

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CHOU, LI-HUA, and 周麗華. "A Study of Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54403792263004619992.

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碩士
國立屏東教育大學
教育行政研究所
95
The objective of this study is to understand the current status of elementary school beginning teachers’ teaching belief and teaching effectiveness in Pingtung area, and to analyze the relationship between them. This study has six main purposes: 1.To understand the current status of elementary school beginning teachers’ teaching belief. 2. To understand the current status of elementary school beginning teachers’ teaching effectiveness. 3. To explore the differences on teachers’ teaching belief among elementary school beginning teachers with different background variables. 4. To explore the differences on teachers’ teaching effectiveness among elementary school beginning teachers with different background variables. 5. To explore the relationship between beginning teachers’ teaching belief and teaching effectiveness. 6. To explore the possibility of predicting beginning teachers’ teaching effectiveness based on beginning teachers’ teaching belief. The instrument is a self-designed “Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness Questionnaire.” The subjects were 147 public elementary school beginning teachers in Pingtung county. The data were collected and analyzed by means, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, canonical correlation and multiple stepwise regression analysis. According to the results, the researcher presented the conclusions and specific suggestions to provide references for educational administrative institutions, the institutions for foster teacher of elementary school, elementary schools, elementary school beginning teachers and further studies. The major findings of this study were as follows: 1.The condition of elementary school beginning teachers’ teaching belief was good. 2.The condition of elementary school beginning teachers’ teaching belief was good. 3.Elementary school beginning teachers’ teaching belief existed differences among the different sex, educational background and functions. 4.Elementary school beginning teachers’ teaching effectiveness existed differences among the different functions, school location and school size. 5.Elementary school beginning teachers’ teaching effectiveness existed differences among the high and low degree of teaching belief. 6.Elementary school beginning teachers’ teaching effectiveness was influenced by beginning teachers’ teaching belief. 7.There were close relationship among “The Role of Teacher” with “The Relationship between Teacher and Student” aspects of teaching belief and “Teaching Self-Efficacy” aspect of teaching effectiveness. 8.“The Role of Teacher” and “Community Participation” aspects of teaching belief could provide important references to forecast teaching effectiveness, “Teaching Skill” especially.

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Fung, Mary Lena. "A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance." Thesis, 1996. http://hdl.handle.net/2429/4811.

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Despite a rising interest in studying the effects and the antecedents of teacher efficacy, a review of literature indicated that an important individual variable has been left out of these studies. This is the cognitive component which Bandura (1977) suggests is central to the process of efficacy formulation. Specifically Bandura (1977) argues that for performance to be instructive for efficacy formulation, a type of cognitive appraisal needs to be present. To date, this cognitive appraisal has not been identified in teacher efficacy studies. The purpose of this thesis is to search for a way to represent this cognitive component and to examine its role in teaching performance and efficacy formulation. Two variables are selected as possible representations of this cognitive component. They are wisdom and wisdom in teaching. The two research questions developed for this study are: (1) What is the relative contribution of wisdom, wisdom in teaching, personal teaching efficacy, and general teaching efficacy to teaching performance? And (2) What is the relative contribution of wisdom, wisdom in teaching, and teaching performance to the formulation of personal teaching efficacy and general teaching efficacy? Eighty-nine final year student teachers were asked to respond to three instruments that measured their level of wisdom, wisdom in teaching, and teacher efficacy. These instruments were: (1) Life planning dilemma "Jack" (Smith & Baltes, 1987), (2) Teaching dilemma "Perimeter" (Arlin, 1987), and (3) The teacher efficacy scale (Gibson & Dembo, 1984). The participants were also asked to submit their teaching practicum marks. This mark represents their teaching performance. Teaching performance was best explained by the combined effects of wisdom in teaching and personal teaching efficacy than by either of them alone. Jointly these two variables accounted for 54% of variance in teaching performance. Wisdom in teaching and teaching performance provided a better explanation for the formulation of personal teaching efficacy than each taken in turn. The joint effects of wisdom, wisdom in teaching, and teaching performance accounted for 7% of variance in the formulation of both personal teaching efficacy and general teaching efficacy. An important finding from this study is that wisdom in teaching has the greatest impact on teaching performance. An implication of this finding is that teacher educators should develop and provide programmes which can help facilitate the growth of wisdom in teaching.

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Chen, Chin-Hsi, and 陳清溪. "The Study of Teaching Support Needs and Teaching Self-efficacy of Teachers Who Teaching Studends with Mental Retardation." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/58971588550007700458.

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博士
國立彰化師範大學
特殊教育研究所
88
ABSTRACT The purpose of this study is to discuss the relationship between teaching support needs and teaching self-efficacy of teachers who teaching students with mental retardation. The study is based on quesionnaires and in-depth interviers. The population of this study was classes for the mentally retarded in elementary schools and junior high schools and teachers in schools for mentally rtarded. A questionnaire developed in this study was used to surver on 846 teachers, while 20 teachers accepted interviews. The major findings were as followed： 1. The order of teachers teaching support needs in special classes is as followed：teaching equipment, administrative support, consulting service, in-service training. The order of teaching self-efficacy is as followed ：presenting materials systematically, using teaching assessment well, teaching plan and preparation, multiple teaching strategies, and good class climate. 2. Teaching support availability and teaching self-efficacy present significant correct correlation. It means that if teaching support availability increases, teaching self-efficacy increases , too . 3. There is no significant difference in teaching support needs of teachers who teaching students with mental retardation on sexes, ages, professional backgrounds, areas, and stags. 4. Teachers with fewer teachers’years of service need teaching support needs most;the younger teachers get the lower teaching support availability. 5. TEachers graduatec from special educational graduate school got more points in teaching support availability. 6. The degree of teaching support availability of teachers with teachers’years of service between 11-15 years and over 16 years was significantly higher than that of teachers with teachers’years of service below 5 years. 7. The teaching support availability of teachers whol work in provincial city and municipality was significantly higher than that of teachers who work in county. 8. The degree of teaching support availability of teachers in schools for the mentally retarded was significantly higher than that of teachers in classes of elementary schools and junior high schools for the mentally retrded. 9. Female teachers’teaching self-efficany was significantly higher than male teachers; teachers whose age between 21-30 got the lowest teaching self-efficacy;the longer teachers’ years of service, the higher teaching self-efficacy; teachers graduated from special educational graduate school got the highest teaching self-efficacy. 10. There is no signicicant difference of teachers’teaching self-efficacy in different area and stages. 11. The four factors:teaching equipment, administrative support , sex and age were provided with prediction. By further analyzing can find that administrative suppoet affects teaching equipment , than forecasts teaching self-efficacy. The suggestions of the study are ilsted. 1. Give principles in-service training to reinforce the advocates of special educational ideas. 2. Distribute educational budget reasonably to balance educational deveplopment between tow and country. 3. Provide teachers in-service training opportunities to promote professional knowledge. 4. Carry out parents’education and courage parents to give teaching assistance at home . 5. Administrators should give special teachers support and encouragement. 6. Teachers should participate in all kinds of in-service training to promote teaching self-efficacy.

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HO, SZU-AN, and 賀思安. "The Study of Teaching Beliefs and Teaching Enthusiasm on Teaching Effectiveness on Vocational High School of Miaoli County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/02703078117068891698.

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碩士
靜宜大學
管理碩士在職專班
104
In this study, Miaoli County Superior Vocational School for the object, analysis of teachers in Miaoli County Superior vocational schools teaching beliefs, teaching enthusiasm and teaching effectiveness whether there are differences, and analysis Miaoli County Superior Vocational School Teachers' teaching beliefs and their teaching enthusiasm will affect the teaching effectiveness. In this study, a questionnaire approach to analysis, statistical analysis and data for the descriptive statistics, independent sample t test, one way ANOVA and regression analysis. The results found that: (1) Young teachers for their own professional background and experience, have more ideas, in order to achieve the desired teaching behavior through teaching beliefs; full-time teachers with respect to the other needs of part-time teachers in other administrative matters in terms of comparison to make himself teaching course and teaching beliefs connected to each other, and therefore have a higher full-time teachers teaching beliefs. (2) Young teacher to student learning activities, comparisons are thought to create lively and interesting teaching situation, and can also show a more sincere teaching attitude and behavior; the young teacher for teaching attitude, methods and activities, with respect to age, longer teacher is more show vitality and change. (3) Teachers teaching through a period of time can be adjusted in accordance with their past teaching situations innovation, so that they can become develop their own set of teaching methods; full-time teachers have more space and time to think about the organization of presentation materials, and consider students' understanding case, the timing schedule practice and feedback, and therefore the effectiveness of teaching the teachers will be greater than other positions. (4) When the teachers' teaching beliefs and their teaching enthusiasm higher, their teaching effectiveness will be higher.

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Chen, Hsing-ju, and 陳星如. "Comparison Study of the Elementary School Basketball Teaching by Mosston Practice Style Teaching and Teaching Games for Understanding." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/97u8jx.

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碩士
國立臺東大學
體育學系碩士班
96
This study aimed to discuss the different effects of Mosston practice style teaching and teaching games for understanding(TGfU) on the cognitive performance, objective skills, and competition performances(decision making, skill execution, and support) of elementary school fifth graders, and further compare the retention effect of the two teaching methods on objective skills and competition performance. The participant were two fifth grade classes, each with 27 students, of an elementary school in Taitung County. Each class received 10 lessons of basketball teaching based on the practice style teaching and TGfU. Pre-test, post-test, and postponed-test were conducted on cognitive test, objective skills test, and competition performance evaluations. The data were analyzed with independent t-test, one-way ANOVA, and repeated measure t-test. The results were as follows: (1) After practice style teaching, students of different genders did not show significant difference on cognitive performance, objective skills, decision making, and skill execution. However, the competition performance and support of male students was better than that of female students. (2) After TGfU, students of different genders did not show significant difference on cognitive performance, objective skills, and skill execution. However, the competition performance, decision making, and support of male students was better than that of female students. (3) The cognitive performance, competition performance, decision making, and support showed significant difference after different teaching methods. The performance after TGfU was better than that after practice style teaching. The objective skills also showed significant difference, namely, the objective skills after practice style teaching were better than those after TGfU. (4) After practice style teaching, the objective skills and support showed retention effect, and competition performance, decision making, and skill execution showed no retention effect. After TGfU, both objective skills, competition performance, decision making, and support showed retention effects. The findings can be provides as suggestions to the physical education courses of schools, and references to future studies.

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48

RuiZhang, Hou, and 侯睿章. "A Study of Life Educational Teaching Belief and Teaching Effectiveness of Elementary Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/31313150966334229591.

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碩士
國立彰化師範大學
商業教育學系
93
Abstract This research aims at understanding teaching belief and difference of teaching effectiveness that the teaching belief and teaching effectiveness and elementary teachers of different backgrounds life that elementary teacher's life education different situation. To analyze whether teaching belief and teaching effectiveness that the life education are relevant, analyze whether the teaching belief that elementary teacher's life education has function of predicting on the teaching effectiveness of life education. This research adopts the investigation method of the questionnaire, regard elementary teachers of Changhua county as the research object, utilize teaching belief and teaching effectiveness questionnaire which elementary teacher's life education made up by oneself, to the schools of 43 elementary schools of Changhua county, 630 elementary teachers carry on the investigation , retrieve 509 effective questionnaires altogether, materials that collect assay with independent sample t-test, one-way ANOVA, Pearson correlation analysis, stepwise multi-regression etc. progressively to count to make a variation, carry on analysis. According to the result of analysis, this research is found as follows mainly: 1. The teaching belief that elementary teacher's life of Changhua county education presents the progressive orientation, 2. Except implementing the background that the life education and changing one, it do not all have apparent difference that other backgrounds change one. 3. The teaching effectiveness that elementary teacher's life of Changhua county education presents the progressive orientation. 4. In teaching age and service seniority, classification of teaching, take on post and implement background that life educate become item have apparent difference, it does not have apparent difference that other backgrounds change one. 5. Teaching belief and teaching effectiveness which the life educate that the life education have apparent positive correlation. 6. Teaching ability and teacher's attitude is the main factor of predicting teaching effectiveness that elementary teacher's life education. Keywords: Life education , teaching belief , teaching effectiveness

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49

林炯炘. "he study of Organizational Commitment and Teaching Effectiveness for special education teachers teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/34410604886718088617.

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碩士
國立彰化師範大學
特殊教育學系所
93
The study of Organizational Commitment and Teaching Effectiveness for special education teachers teaching in the elementary schools Abstract This thesis investigates the relations between Organizational Commitment and Teaching Effectiveness for teachers teaching in the elementary schools with mental retardation by means of literature review and questionnaire survey . Based on questionnaires from 159 teachers, we outline main results as follow: a. At present, teachers’ feelings in Organizational Commitment are at the upper middle level and in Teaching Effectiveness are at the upper middle level, too. b. The background factors such as the teacher’s age, the educational background, and teaching years show significant distinction on Organizational Commitment. c. The background factors such as the teacher’s age, the educational background, and teaching years show significant distinction on Teaching Effectiveness. d. Teachers’ Teaching Effectiveness is positively related to Organizational Commitment. ------------------------------------------------------------------------------------------ Keywords: Elementary Schools, Teachers Teaching Students with Mental Retardation,Organizational Commitment, Teaching Effectiveness

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Huang, Shu-li, and 黃淑利. "A Study on Elementary School Teachers' Character Education Teaching Beliefs and Teaching Efficacy." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/92835234224281068004.

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碩士
國立新竹教育大學
數位學習科技研究所
102
The purpose of this study is to investigate the current status of elementary school teachers’ teaching beliefs and teaching efficacy on character education. A questionnaire was developed by the researcher to collect the data. The survey was targeted at the teachers in 300 public elementary schools in Taiwan by Stratified Random Sampling Method. The amount of the delivered questionnaires was 1,500 and 1,070 valid responses were collected. Data analysis, including descriptive statistics, t-test, one-way ANOVA, canonical correlation analysis, was carried out using the statistical software package SPSS 21 for windows. The results from data analysis are listed as follows: 1.Teachers hold positive teaching beliefs, particularly in the part of teachers’ role field. 2.Teachers’ teaching efficacy is nice, especially in the part of professional efficacy field. 3.Teachers’ teaching beliefs of character education are significantly influenced by different gender, age, teaching period, and job position. 4.Teachers’ teaching efficacy of character education is significantly influenced by different age, teaching period, and job position. 5.There is high correlation between teachers’ teaching beliefs and teaching efficacy of character education. The lower of teaching beliefs are, the lower of teaching efficacy will be. The stronger of teaching beliefs on “teachers’ role” is, the higher of professional efficacy will be, but self-efficacy will be lower. Based on the results of this study, some suggestions are provided for educational institutes, schools, teachers and further researches.

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